Description
The next step in backward design is to determine how the students’ attainment of the learning goals will be measured. Assessments must be incorporated at multiple points throughout a unit plan and must include more than paper and pencil tests. One method of formative assessment is learning games.
Games are an interactive and engaging way for students to express their understanding of content in an alternative manner. Teachers often get a more authentic view of students’ level of comprehension, because of the higher level of engagement.
Use the information from your STEM unit plan to create an 8-10 slide digital presentation about formative assessment games that could be shared with colleagues in your content area.
Include the following:
Description of three types of learning games. Include how the assessment outcome for each game aligns with the learning objectives.
Brief rationale for each game describing how a teacher would use the game as an immediate reference to monitor and adjust for student learning.
APA format is not required, but solid academic writing is expected.
Unformatted Attachment Preview
Formative Assessment Games – Rubric
Total 55 points
Criterion
1. Unsatisfactory
2. Less than
Satisfactory
3. Satisfactory
4. Good
5. Excellent
Explanation of Games’
Alignment with Learning
Objectives 1
0 points
7.59 points
8.14 points
9.57 points
11 points
Not addressed.
Explanation of game includes Explanation of game includes Explanation of game includes Explanation of game includes
inadequate alignment with
ambiguous alignment with
suitable alignment with
specific alignment with
learning objectives.
learning objectives.
learning objectives.
learning objectives.
Brief Rationale 1
0 points
5.69 points
6.1 points
7.18 points
8.25 points
Brief Rationale 1
Not addressed.
Rationale insufficiently
explains how a teacher could
use the game to quickly
monitor and adjust
instruction.
Rationale minimally explains
the how a teacher could use
the game to quickly monitor
and adjust instruction.
Rationale competently
explains the how a teacher
could use the game to
quickly monitor and adjust
instruction.
Rationale comprehensively
explains the how a teacher
could use the game to
quickly monitor and adjust
instruction.
Explanation of Games’
Alignment with Learning
Objectives 2
0 points
7.59 points
8.14 points
9.57 points
11 points
Not addressed.
Explanation of game includes Explanation of game includes Explanation of game includes Explanation of game includes
inadequate alignment with
ambiguous alignment with
suitable alignment with
specific alignment with
learning objectives.
learning objectives.
learning objectives.
learning objectives.
Brief Rationale 2
0 points
3.8 points
4.07 points
4.79 points
5.5 points
Brief Rationale 2
Not addressed.
Rationale insufficiently
explains how a teacher could
use the game to quickly
monitor and adjust
instruction.
Rationale minimally explains
the how a teacher could use
the game to quickly monitor
and adjust instruction.
Rationale competently
explains the how a teacher
could use the game to
quickly monitor and adjust
instruction.
Rationale comprehensively
explains the how a teacher
could use the game to
quickly monitor and adjust
instruction.
Explanation of Games’
Alignment with Learning
Objectives 3
0 points
5.69 points
6.1 points
7.18 points
8.25 points
Not addressed.
Explanation of game includes Explanation of game includes Explanation of game includes Explanation of game includes
inadequate alignment with
ambiguous alignment with
suitable alignment with
specific alignment with
learning objectives.
learning objectives.
learning objectives.
learning objectives.
Brief Rationale 3
0 points
3.8 points
4.07 points
4.79 points
5.5 points
Brief Rationale 3
Not addressed.
Rationale insufficiently
explains how a teacher could
use the game to quickly
monitor and adjust
instruction.
Rationale minimally explains
the how a teacher could use
the game to quickly monitor
and adjust instruction.
Rationale competently
explains the how a teacher
could use the game to
quickly monitor and adjust
instruction.
Rationale comprehensively
explains the how a teacher
could use the game to
quickly monitor and adjust
instruction.
Organization
0 points
1.9 points
2.04 points
2.39 points
2.75 points
Organization
Not addressed.
An attempt is made to
organize the content, but the
sequence is indiscernible.
The ideas presented are
compartmentalized; may not
relate to each other.
The content may not be
adequately organized even
though it provides the
audience with a sense of the
main idea.
The content is logically
organized. The ideas
presented relate to each
other. The content provides
the audience with a clear
sense of the main idea.
The content is well organized
and logical. There is a
sequential progression of
ideas related to each other.
The content is presented as a
cohesive unit. Provides the
audience with a clear sense
of the main idea.
Mechanics of Writing
0 points
1.9 points
2.04 points
2.39 points
2.75 points
Mechanics of Writing
(includes spelling,
punctuation, grammar,
language use)
Not addressed.
Surface errors are pervasive
enough that they impede
communication of meaning.
Inappropriate word choice or
sentence construction are
used.
Frequent and repetitive
mechanical errors distract
the reader. Inconsistent
language or word choice is
present. Sentence structure
is lacking.
Submission includes some
mechanical errors, but they
do not hinder
comprehension. Varieties of
effective sentence structures
are used, as well as some
Submission is virtually free of
mechanical errors. Word
choice reflects welldeveloped use of practice
and content-related
language. Sentence
Explanation of Games’
Alignment with Learning
Objectives 1
Explanation of Games’
Alignment with Learning
Objectives 2
Explanation of Games’
Alignment with Learning
Objectives 3
© 2024. Grand Canyon University. All Rights Reserved.
Criterion
1. Unsatisfactory
2. Less than
Satisfactory
3. Satisfactory
© 2024. Grand Canyon University. All Rights Reserved.
4. Good
5. Excellent
practice and content-related
language.
structures are varied and
engaging.
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